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Rural School Leaflet No. T» September, 1922. 

DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 
WASHINGTON, D. 0. 



STATE AID TO WEAK SCHOOLS. 

By J. F. Abel, 
Assistant in Rural Education, 



RELATIVE CONDITIONS OF WEAKNESS. 

The word " weak " as applied to school districts or other units of 
school administration is a purely relative term and sets out no 
definite line of demarcation. It is not commonly used in the law. 
It frequently appears in the reports of the State departments of edu- 
cation. In general it refers to those units that, because of small 
area, little taxable property, or few children of school age, can not 
maintain a school taught by a qualified teacher in a comfortable, 
sanitary building for a term of months at least equal to the legal 
minimutt!,. However, rural schools are often considered to be weak 
as comp; ^red with those of cities, one and two teacher schools as 
against the larger ones, ungraded as against graded, and those that 
can not offer secondary education as against those that can. State 
aid is given on widely varying bases of comparison. A school that 
is considered weak enough to need aid in one State may, under like 
conditions, be looked upon as fully self-supporting in another. 

PURPOSES OF STATE AID. 

Some of the things for which State funds are often used in a special 
way to better conditions in the weaker school units are as follows : 
Providing educational opportunity for children residing in dis- 
continued districts and territory unorganized for school purposes; 
relieving emergencies and temporary states of distress in schools 
and districts ; enabling the payment of minimum salaries for teach- 
ers ; supplementing the proceeds of local tax levies in districts of low 
property valuation ; aiding in the attainment of higher standards ; 
meeting in part or in full the salaries of supervisors and helping 

9817°— 22 



STATE AID TO WEAK SCHOOLS. 



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teachers; providing secondary education for pupils that live far 
from high schools; and encouraging the establishment of school 
libraries. The aid may be given in amounts and under conditions 
fixed in detail by the laws ; it may be administered by school officials 
acting with wide discretionary powers; or the regular apportion- 
ments of State funds may be so arranged as to favor the naturally 
less fortunate school units. 

With but one or two exceptions the States have fixed by law cer- 
tain requirements, such as number of school census children, area, or 
valuation of taxable property, below which a district may not be 
created. One or more of these requirements and of others, such as 
average daily attendance and length of term, must be met or the 
district may not be permitted to continue its existence after having 
been created. Among the weakest places in the system are those 
districts and schools that border closely on the minima set for estab- 
lishment or continuance and those areas of the United States that 
because of sparse settlement or inaccessibility or other reasons are 
locally unorganized for school purposes. 

DISCONTINUED DISTRICTS AND SCHOOLS. 

Small districts and schools that have not been able to meet the 
minimal requirements and have had to be discontinued, or being able 
to meet the requirements have voluntarily discontinued, are often 
the recipients of State aid. This may be either a fixed sum or 
reimbursement for the tuiton of the children in some other school 
and their transportation thither. Kansas, Maine, Missouri, Penn- 
sylvania, and Wisconsin grant such help. 

UNORGANIZED TBKRITORY. 

The territory unorganized for school purposes is probably much 
larger than is generally assumed. Approximately 48 per cent of the 
area of Maine is in this class. The State has enacted laws providing 
educational facilities largely by means of State aid for the unorgan- 
ized section. The administration of the entire area is under the 
immediate direction of the State superintendent. Annually $35,000 
is appropriated to employ teachers and establish schools for the chil- 
dren living there or to pay their tuition and transportation or board 
in full or in part at elementary or secondary schools in organized 
districts. The income from a local per capita tax of $3 for each 
male person over 21 years of age is used to supplement the State 
appropriation. In 1920, 41 such schools employing 41 teachers and 
registering 681 pupils were maintained. Sixty-one pupils were sent 
to organized townships, and $4,821 was spent for transportation. 

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STAI^ AID TO WEAK SCHOOLS. 3 

The New Hampshire State Board of Education may provide schools 
in any unorganized parts of the State or pay the transportation or 
board and tuition of children in such places at any suitable school. 
A county superintendent in South Dakota causes a census to be 
taken of all school children residing in the territory of the county 
not organized into school districts. In the regular apportionment of 
State school money made to the public-school corporations in pro- 
portion to the number of children in each, the amount due the 
children in unorganized territory is credited to a fund designated 
as the " School fund for unorganized territory." This fund may be 
increased by the proceeds of a local tax and is used by the county 
commissioners to provide education, both elementary and high school, 
for children in unorganized territory by the payment of their trans- 
portation to and tuition in established schools. Room and board 
may be furnished instead of transportation. In Minnesota the State 
board of education may grant to the county board of education 
for unorganized territory not more than $50 a pupil annually to pay 
the transportation or board of children residing in such territory. 
A county superintendent in Arizona may pay $10 per month per 
child toward the education of children living in remote places. 

EMERGENCIES AND TEMPOEART CONDITIONS. 

Direct appropriations to meet unusual conditions of temporary 
weakness are made in Colorado and Iowa. The former sets aside 
$10,000 annually to help any district that on account of unavoidable 
misfortune or casualty is in financial distress. The latter has a special 
appropriation of $50,000 to relieve bad conditions in the schools of 
the mining camps. The commissioner of education of Vermont may 
give such aid as he deems proper in establishing and equipping a 
new school. At the time of the regular apportionment of State dis- 
tributive funds in July and January of each year the State super- 
intendent of Nevada sets aside $3,000 as an emergency fund. It is 
used to pay teachers' salaries in new districts formed after the regular 
apportionment, is limited to $250 for any district, and not more than 
one apportionment from the fund can be made to any one district. 

In 1919 and 1920 several of the State legislatures enacted laws 
granting to schools that because of epidemics have short terms or 
low attendance records exemptions from the penalties usually attached 
to such delinquencies. The purpose was to meet the unusual situation 
created by the Spanish influenza. The necessity for these laws has 
largely passed and, it is to be hoped, will not again arise. No attempt 
is made here to give them in detail. 



4 STATE AID TO WEAK SCHOOLS. 

GENERAL LAAVS REQUIRING OR TERMITTING AID TO AVEAKER SCHOOLS. 

Assistance from State funds may be given in many cases under 
a law couched in general terms. The authority to determine the 
amounts and conditions either by general regulations or for each 
case as it arises is left with the State or county administrative offi- 
cers. One example of this is the revolving fund of $100,000 to 
5^150,000 in Alabama, 80 per cent of which is to be used by the State 
board for lengthening school terms and otherwise bettering condi- 
tions in rural schools. The Legislature of Mississippi in 1920 ap- 
propriated $1,268,721 to be used in the subsequent biennium for 
equalizing school terms and teachers' salaries. Ten per cent of the 
proceeds of a State school tax is divided among the counties of 
New Jersey in such manner as the State board may determine. The 
commissioner of education of New York may give from State funds 
to any district or city that has maintained school less than 180 days, 
or employed an extra teacher for a shorter time than 180 days, such 
part of the regular district or teacher quota as seems to him equita- 
ble. He has the same freedom in distributing funds to school neigh- 
borhoods that adjoin another State and are set off by the district 
commissioner and given permission to send the children to school 
in such adjoining State. The State council of education in Penn- 
sylvania is given power to equalize educational advantages in the 
State through special appropriations or by other means. The con- 
solidated school fimd of Vermont, a State fund made up of the in- 
come from the permanent school fund, a State tax of 10 cents on 
each $1 of the grand list, and certain other revenues, is appor- 
tioned annually by the State board of education in fixed amounts 
for 11 different purposes. Any remainder is used by the State 
board for aiding elementary schools in rural communities and equal- 
izing educational opportunities. 

A county board of education in Alabama is required to distribute 
the county's allotment of State funds so as to provide, as nearly as 
practicable, school terms of equal duration, exclusive of any local 
funds raised by the district. In Florida, Georgia, and Kentucky 
county boards administer the schools, except those in special dis- 
tricts, and may favor the weaker ones in the distribution of funds. 
The parish boards of Louisiana have similar powers. The district 
board of education in each of the 40 county school districts of Utah 
may " do all things needful for the maintenance, prosperity, and suc- 
cess of the schools." If it sees fit to do so, it may give aid to the 
weaker schools. 

AID THROUGH THE REGULAR APPORTIONMENT. 

Aid to the weaker units of school administration is frequently 
found in the method of distributing State funds. The small schools 



STATE AID TO WEAK SCHOOLS. 5 

suffer most when apportionments of State money are made to the 
counties in proportion to the number of children between certain 
ages, usually 6 to 21, and by the counties to the districts on the same 
basis. Arkansas, Colorado, Illinois, Iowa, Kansas, Michigan, Mis- 
sissippi, Montana, Nebraska, New Mexico, North Dakota, Okla- 
homa, Oregon, South Dakota, Texas, Virginia, and Wisconsin dis- 
tribute funds wholly or very largely in this way. 

There is more opportunity for giving direct aid to the weak schools 
if the State funds are distributed to the counties in proportion to 
the number of school children and within the county are apportioned 
to the districts or schools under some such general terms as have 
already been mentioned or in accordance with laws designed to help 
the smaller units. Alabama, Arizona, Florida, Georgia, Idaho, 
Indiana, Kentucky, Louisiana, Maryland, Utah, and Wyoming fol- 
low some form of this plan. 

Some States make certain concessions to small districts in com- 
puting the regular apportionment. No district in Idaho is consid- 
ered as having fewer than 15 pupils for purposes of apportioning 
the 40 per cent of the State fund that is given on the basis of the num- 
ber of school children in each district. In Maine each town is allowed 
an apportionment for at least 1,500 days of aggregate attendance even 
though the actual aggregate attendance for the previous year was 
less than that. 

Apportionments made to schools on the basis of budgets are a direct 
aid to the weaker ones. In Arizona the county school superintendent 
must apportion to each one or two room rural school enough funds 
for a minimum term of eight months but not less than $1,500 for a 
one-room school and $3,000 for a two-room school. The state depart- 
ment of Delaware handles the accounts of the schools, excepting those 
of a few independent districts, and determines their needs from 
annual budgets submitted by the local trustees. 

ALLOWANCES TO EACH TEACHER AND EQUAL AMOUNTS TO EACH UNIT. 

Divisions of funds are made in some cases on a basis of a fixed 
amount for each teacher employed. In other cases the number of 
teaching positions is computed by allowing one for each group of 
school children containing a certain number or fraction of that num- 
ber, and a definite sum of money allotted to each of these positions. 
Sometimes a fixed amount is given to a district or school. These three 
ways of distributing funds are advantageous to small schools. Cali- 
fornia allows $700 from State funds for each teacher in a district, 
counting one teacher for every 35 pupils or fraction of 35 in average 
daily attendance, and an additional teacher for each 300 children in 



6 STATE AID TO WEAK SCHOOLS. 

average daily attendance. If within the county, or city and county, 
the total number of children attending in districts that have an 
average daily attendance of less than 300 is 500 or more, the amount 
for an additional teacher is allowed for each 500. It is used by the 
superintendent for an emergency or supervisory fund. 

The county superintendent of Idaho apportions 40 per cent of the 
State fund on a basis of the number of teachers employed in each 
district. In Maine $100 is given for each teaching position and a cor- 
responding fractional part of $100 for each fractional position. 
Fixed allowances to aid toward teachei*s' salaries are paid the towns 
in Massachusetts from the proceeds of the income tax. The amount 
for a teacher is based on training, experience, and total salary. 

The State superintendent of Missouri apportions much of the 
State public-school fund in a fixed amount for each teacher, princi- 
pal, and superintendent. One-half of all the royalties and rentals 
paid by the United States to Montana is divided among the coun- 
ties in proportion to the number of teachers employed for more than 
six months the preceding year. Within the county 60 per cent of this 
fund is distributed to the districts on the same basis. One-fourth 
of the State fund of Nebraska is divided equaUy among the districts 
of the State. The State distributive fund of Nevada provides an 
annual amount of $275 for each teacher, computing the number of 
teachers by allowing each district one teacher for every 30 census 
children or fraction of 30 equal to 15 or more. 

Ninety per cent of the amount of the State school tax paid by each 
county in New Jersey is returned to the county and apportioned to 
the districts in fixed amounts for each superintendent, principal, 
supervisor, and teacher employed. Any surplus is divided on other 
bases. Ten per cent is held as a reserve fund that the State board 
may divide among the counties in any way it deems best. 

The State public-school fund of North Carolina is apportioned 
annually to each county in part payment of salaries of superin- 
tendents and teachers. The county must levy a special tax, not to 
exceed 35 cents, sufficient to make up an amount that will maintain 
all the schools for six months. If a 35-cent levy will not do this, the 
State must supply the deficit. A county auditor in Ohio allots a dis- 
trict $30 for each teacher employed and prorates the balance accord- 
ing to the number of pupils in average daily attendance. The State 
makes up the deficit in any district that has levied the maximum 
of local tax and then has not money enough to pay its teachers the 
minimum salary for a term of eight months. 

The State superintendent of Pennsylvania deducts any items of 
special appropriation from the school fund and distributes one-half 



STATE AID TO WEAK SCHOOLS. 7 

the remainder according to the number of paid teachers regularly 
employed. There is an annual appropriation of $120,000 in Rhode 
Island from which each school receives $100. 

Out of the State school fund of Tennessee a lump sum of $6,000 
is given to each county for equalization purposes, if the county has 
levied a tax of 30 cents or one that will produce $5 for each child 
6 to 21 years of age. From an additional State tax of 3 cents, $2,000 
is allotted each of the 95 counties and the remainder divided pro 
rata on a basis of average daily attendance at the elementary schools. 

One-half of the royalties, not to exceed $2,000,000 a year, on oil 
and mineral lands paid by the United States to the State of Wyo- 
ming is distributed as a school fund to the counties on a basis of the 
number of teachers employed in each. 

MINIMUM SALARIES FOR TEACHERS. 

State aid to pay a legal minimum of teachers' salaries is designed 
to be and is of most help to those units that would have the greatest 
difficulty in raising the necessary funds. In Colorado, if a maximum 
county levy of 5 mills is insufficient to pay every teacher a minimum 
salary of $75 a month, the State superintendent must, before he ap- 
portions the public school income fund of the State, apportion to the 
county enough to make up the deficit. In Maryland any county that 
can not pay the minimum legal salaries out of such amounts avail- 
able for the current expenses of the school as are equal to a tax levy 
of 67 cents shall share in a State equalization fund. Twenty-four per 
cent of the budget must be for purposes other than teachers' salaries. 
This is directly helpful to 15 counties of the State. Pennsylvania 
aids in paying the minima of teachers' salaries, the higher per- 
centages being given to the weaker districts. In 1909 and again in 
1919 Ehode Island made provisions, still effective, to aid the towns 
in paying the minimal salaries to teachers. An appropriation of 
$110,000 in Vermont is used to reimburse towns for any excess of 
$8 a week that has been paid each rural teacher for salary. In Wis- 
consin special aid may be given to any district that has an assessed 
valuation of $75,000 or less to pay the teacher the minimum legal 
salary for a term of not more than eight months. From the entire 
amount necessary for that purpose there is deducted the total of the 
regular State and county apportionments to the district plus one- 
half of 1 per cent of the district's assessed valuation. The difference 
is paid by the State as special aid. If the teacher remains in the 
school more than one year, additional aid is given to pay an increase 
in salary. 



STATE AID TO WEAK SCHOOLS. 



ASSESSED VALUATION. 



Weakness as expressed by valuation of taxable property is often 
made the basis of aid. In Connecticut, towns with a grand list of two 
and one-half millions of dollars or less are given percentages of the 
total salaries paid, the weaker towns receiving the higher percent- 
ages. Special aid is given those that have levied a 6-mill tax and 
still have insufficient funds. 

Seventeen per cent of the State fund is given by counties of Idaho 
to districts that, after having levied a tax of 10 mills, can not main- 
tain a term of seven months. In Indiana 5.2 per cent of the proceeds 
of State poll and property taxes for school purposes is used for 
special aid to townships or towns that, having levied a 25-cent tax, 
can not maintain a school for six months, or with a 40-cent tax can 
not maintain it for seven months. The fund may be used only for 
the payment of teachers' salaries and is given to the township in an 
amount necessary to bring the school term up to the legal minimum. 
Special State aid is given in Kansas in an amount sufficient to make 
up three-fourths of the additional sum necessary to maintain school 
seven months, if a local tax levy of 4^ mills has proved to be inade- 
quate. 

Massachusetts gives supplementary aid from an income tax. It is 
distributed on the relation that the average membership in the public 
day schools bears to the total assessed valuation of the town. To 
the towns with the smaller quotients the larger amounts of aid are 
given. The income from the Massachusetts school fund is distrib- 
uted to towns with an assessed valuation of less than two and one- 
half millions on the basis of an assured minimum of five items. 

To any district in Minnesota whose tax levy for maintenance is 
between 20 mills and 32 mills the State will pay as aid one-third of 
the excess above 20 mills. If the levy exceeds 32 mills it will pay, 
in addition to the above amount, one-half the excess above 32 mills. 
The limiting provisos to this aid are that it shall not be given if a 
levy of 20 mills will yield $100 or more for each pupil enrolled in 
the schools of the district, and in no case shall the aid be more than 
$200 for each elementary teacher employed and $250 for each high- 
school or special teacher employed. 

State aid in Missouri is given to weak districts to make up the 
deficit in the amount of money necessary to enable them to hold a 
term of eight months. It is conditioned on the assessed valuation of 
the district, the local tax levy, the number of teachers employed, 
their certification, and the average daily attendance. It is limited to 
$300 for a district that employs one teacher and $500 for one that 
employs two or more teachers. 

Nebraska furnishes aid from State funds, under conditions relat- 
ing to area and number of school children, to districts that have 



STATE AID TO WBAK SCHOOLS. 9 

levied a tax of 40 mills and can not maintain a school for nine 
months. A reserve fund of $20,000 annually is set apart in Nevada 
and used to make up deficits in those counties and districts that have 
levied taxes of 40 and 15 cents, respectively, and have not the amount 
required by law for school purposes. 

Nev7 Hampshire towns must levy an annual school tax of 35 cents, 
and any district in which this will not maintain the schools must 
levy a tax sufficient to make up the deficit. If in any district an 
amount equal to one-half of 1 per cent of the assessed valuation will 
not maintain the schools, the balance necessary is provided from 
State funds in an amount not to exceed $6,000 for any district or all 
the districts of any town. The State board has authority to with- 
hold from general distribution not to exceed 5 per cent of the appro- 
priation for State aid, which it may use to furnish additional aid to 
districts where a special need exists. 

The moneys appropriated by the State of New York for the com- 
mon schools are largely in part payment of teachers' salaries and are 
distributed in fixed amounts, depending on the population or assessed 
valuation of the city, town, or district. A Rhode Island town in 
which the taxable property is not adequate at the average rate of tax- 
ation in the State to provide schools of a high standard is helped to 
make up the deficit. 

A school in South Carolina that has a term of less than 100 days 
may be given an amount equal to that raised by special district tax, 
but not more than $100, from a special appropriation of $60,000 for 
increasing the average length of the school term. If a district has 
levied an 8-mill tax for current expenses and complied with definite 
legal regulations in regard to attendance, number of pupils per 
teacher, and teachers' salaries, the State will pay from an appropri- 
ation of $140,000 any deficit incurred in maintaining the schools of 
the district for seven months. 

The general school fund of West Virginia is used, among other 
things, to help pay the minimum salaries to elementary teachers 
in districts where the maximum levy of 40 cents for the purpose is not 
sufficient; to supplement the maintenance fund in districts where 
the maximum levy of 15 cents for that purpose will not pay the con- 
tingent expenses for the minimum term; and to give an amount 
toward the salaries of elementary teachers equal to the amount raised 
from an additional local levy in excess of 40 cents on each $100. 

SPECIAL APPROPRIATIONS TO ENCOURAGE HIGHER STANDARDS. 

Special appropriations are made and distributed to those schools 
that meet certain standards set by the State. From a special appro- 



10 STATE AID TO WEAK SCHOOLS. 

priation of $100,000 annually the State superintendent of Iowa gives 
to any rural district $6 for each pupil that attended the schools of 
the district at least six montlis in the previous year, if the schools 
have met the requirements as to quality of teaching, general equip- 
ment, heating and ventilation, lighting, seating, water supply, care 
of grounds, safety against fire, and other things prescribed by the 
superintendent for a standard school. An equalization fund of $100,- 
000 is deducted from the State school fund of Maine, and a part of 
this is apportioned to towns in which a local tax rate considerably 
above the average for the State does not produce funds enough to 
secure a reasonable standard of educational efficiency. The State 
superintendent by special investigation determines the need and the 
amount to be given to any town. Part of the Minnesota fund for 
special aid is distributed to schools that meet seven different minimum 
standards. North Dakota sets standards for three classes each of 
State rural, State graded, and consolidated schools. Aid is given in 
fixed amounts for each class and kind. South Carolina has an appro- 
priation of $187,500, given in fixed amounts to rural graded schools 
that meet certain legal requirements. State rural schools of South 
Dakota are aided if they meet definite standards established by law. 
For the year 1921-22 the Legislature of Texas appropriated $3,000,000 
for special aid to schools of less than 500 scholastic enrollment in 
order that all might have a minimum term of six months and, if 
possible, a maximum of nine months. Wisconsin allows $50 annually 
to a rural school that has complied with certain regulations as to 
length of term, building, and equipment. 

AID IN ERECTING BUILDINGS. 

Aid is sometimes given wholly for the purpose of erecting and 
equipping schoolhouses. While it is not usuallj' confined to weak 
districts, limits set on the amount for any one school and the con- 
ditions under which aid is given make it proportionately more help- 
ful to the small schools than the large ones. Alabama has such a 
fund, the minimum amount to any one school being $400. Any 
district in New Mexico that is in imperative need of money for school 
purposes may be given State aid in an amount not to exceed $300 
for erecting or completing a building and of $50 for furnishing a 
school room. Loans may be made from the State literary fund of 
North Carolina to any county for the purpose of building and im- 
proving schoolhouses, dormitories, and teacherages. They are re- 
payable in 10 equal annual installments with interest at 4 per cent. 
Aid in constructing school buildings is given under certain condi- 



STATE AID TO WEAK SCHOOLS. 11 

tions from State funds in Oklahoma to maximum amounts of $1,250 
for a union graded school and $2,500 for a consolidated school. 
South Carolina has a fund of $60,000 to assist in erecting buildings. 
It is limited to one-fourth the cost of the building. Loans are made 
to districts from the principal of the literary fund of Virginia, for 
the purpose of erecting or enlarging the schoolhouses, in an amount 
not to exceed $2,500 or two-thirds the cost for any one building. 

SUPEEVISOBS AND HELPING TEACHERS. 

Another line of State help that is more directly beneficial to the 
weak schools than to the strong ones is the employment of super- 
visors or helping teachers whose salaries are paid in whole or in part 
from State funds. Alabama uses part of its revolving fund for this 
purpose. Maryland makes a deduction from the State school fund 
to assist in paying the salaries of helping teachers. Wisconsin pays 
the salaries and traveling expenses of one or two supervising teachers 
in each county. From the State school fund of Tennessee two 
amounts are set aside, one of $15,000 to help in paying adequate 
salaries to superintendents and another of $100,000 to aid in con- 
solidation of schools and supervision of teaching. Other States that 
pay part or all of the salaries of superintendents and supervisors 
whose time is given largely to the smaller schools are Maine, Massa- 
chusetts, Rhode Island, Vermont, New Hampshire, Nevada, Virginia, 
New York, Delaware, New Jersey, California, and Connecticut. 

TIHTION OF NONRESIDENT HIGH-SCHOOL PUPILS. 

State aid is given to high schools in many ways and on varied bases. 
To those districts that can not offer secondary instruction it usually 
takes the form of the payment or reimbursement of the tuition 
charged their secondary students when attending high school in 
other districts. Two-thirds of the amount spent by any town in 
Maine for the tuition of its pupils in the secondary schools of another 
town is provided from State funds. The annual amount given by 
the State is limited to $40 a pupil or $600 to any town. The mini- 
mum assured to any town with an assessed valuation of less than 
$2,500,000 in Massachusetts includes an item for the tuition of high- 
school pupils in other towns. Minnesota provides $7 a school month 
for the tuition of nonresident high-school pupils. New Jersey al- 
lows $25 a student annually under similar conditions. The liter- 
ature fund of New York is given to academies and contains an 
item of $50 a year for each nonresident academic pupil receiving 
instruction in the city or district. Vermont gives aid, in amounts 
graduated according to the grand list of the town, to towns with a 



019760 019 

12 STATE AID TO WEAK SCHOOLS. 

grand list of less than $15,000 that maintain a high school or pay 
tuition for their high-school pupils in some other town. 

SCHOOL LIBRARIES. 

Aid to assist in establishing school libraries in rural communi- 
ties is given by a number of the States. It is especially helpful to 
the smaller schools. In general the amount given is not large, is 
conditioned on equal amounts from local or county sources, or both, 
and is strictly limited to the purchase of library books for the school. 
Possibly no other form of State aid has jdelded so large a propor- 
tionate return. Alabama, Arizona, California, Connecticut, Dela- 
ware, Idaho, Iowa, Louisiana, Maine, Maryland, Michigan, Min- 
nesota, Mississippi, Montana, Nevada, New Jersey, New York, North 
Carolina, North Dakota, Ohio, Oregon, Pennsylvania, South Caro- 
lina, South Dakota, Tennessee, Utah, Virginia, West Virginia, and 
Wisconsin give some assistance of this kind either directly or in- 
directly. 



WASHIxr.TON : OOVERNMENT PRINTTNG OFFICE : 1922 



LIBRftRY OF CONGRESS 



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